Graduation Semester and Year

2018

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

W. Bradley Davis

Abstract

This study focused on the role that race plays in Teacher-Student Relationships (TSRs). The study took place at a middle school in North Texas. A racially diverse group of teachers at the school was interviewed regarding their stances on establishing relationships with their students as well as their experiences and views of race and racial injustice in education. A racially diverse group of students completed a questionnaire regarding the quality of TSRs they experienced in the classroom and the role that race played in these experiences. The data from the teacher interviews were coded and cross-referenced with the student questionnaire data. Data analysis revealed that the Black, White and Asian students appeared to be generally content with the TSRs that they experienced and did not see race as an influential factor in the formation of these relationships. The Latino students showed some indications that their race impeded the formation of successful TSRs with the teachers at their school. The study concludes with suggestions on ways in which research should continue to move beyond the Black/White Binary when examining student experiences concerning race.

Keywords

Teacher-Student relationship, Race in education, Middle school students

Disciplines

Education | Educational Leadership

Comments

Degree granted by The University of Texas at Arlington

Download

Share

COinS